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Becoming Culturally Responsive: A Case Study of School Level Sensemaking
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| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | Becoming Culturally Responsive: A Case Study of School Level Sensemaking. |
| 개인저자 | Johnson, Darius O. |
| 단체저자명 | Michigan State University. Curriculum, Instruction, and Teacher Education - Doctor of Philosophy. |
| 발행사항 | [S.l.]: Michigan State University., 2019. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2019. |
| 형태사항 | 228 p. |
| 기본자료 저록 | Dissertations Abstracts International 81-05A. Dissertation Abstract International |
| ISBN | 9781392404034 |
| 학위논문주기 | Thesis (Ph.D.)--Michigan State University, 2019. |
| 일반주기 |
Source: Dissertations Abstracts International, Volume: 81-05, Section: A.
Advisor: Carter Andrews, Dorinda. |
| 이용제한사항 | This item must not be sold to any third party vendors. |
| 요약 | For the last several decades, many educational theorists have advocated for culturally responsive practices within K-12 school contexts, particularly as it relates to teaching and learning (Emdin, 2016 |
| 일반주제명 | Educational leadership. Educational sociology. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
